| 摘要: | 本研究旨在探討具簡化字背景華語學習者，漢字「簡轉繁」學習歷程中的規律性和差異性以及其漢字中介語的階段性特徵。研究工具以HSK4 詞彙表內容為依據，採用折半法將測試內容平均分配為AB兩份測試卷，針對臺灣北部六所大學華語中心，對來自全球四大洲具簡化字背景的華語學習者進行大型「簡轉繁」測試。測試要求研究對象將卷內的簡化字轉寫為傳統漢字，再錄製研究對象朗讀這些簡化字組成的短句的音檔，共取得110 份有效樣本。按照轉寫與認讀測試結果，我們將研究對象分為「初、初中、中、中高、高」五個階別。研究結果指出，識字量、字頻及左右結構之字是漢字分解、部件替換、部件監控能力的重要基礎。漢字「簡轉繁」不但要有分解字形的能力，還要能進行比對、識別、重組，才能正確轉換簡繁對應之字。初階因識字量少，因此能轉寫的字非常少；初中階和中階的分解識別練習不夠，因此「簡轉繁」的識別能力弱，產生大量的轉寫偏誤；隨著學習時間增長，中高階和高階的識字量和漢字識別能力均有所提升，漢字加工與轉換能力較強，轉換偏誤最少，此外，高階「形-音-義」聯結能力比中高階強。
在「簡轉繁」歷程中，「形-音-義」聯結偏誤形成一種「能正確轉寫卻不能認讀」的字，本研究將之稱為「中介漢字」。雖然初階能正確轉寫的字很少，但仍存有少量的「中介漢字」；初中階至中階的「中介漢字」比例最高；中高階的「中介漢字」數量逐漸減少，直至高階仍有個別「中介漢字」。五階研究對象的轉換表現說明，雖然漢字形體分解識別和「形-音-義」聯結是不同層級的漢字加工，但它們不是割裂分離的，而是相輔相成
的，這種關係說明漢字習得不僅存有形體書寫中介狀態，也有「形-音-義」不能同步聯結中介狀態。漢字習得需要不斷加強分解識別練習，並培養漢字音義覺知，才能有效使用漢字形、音、義特質增強學習成效。
The purpose of this study is to investigate the regularities and differences in characters and interlanguage characteristics of different development stages in the simplified-to-traditional character conversion learning process of language learners with backgrounds in simplified Chinese characters. The survey was construed using the vocabulary content of HSK4, and the split-half method was used to average the test items into two batteries A and B. The research
subjects of this large-scale simplified-to-traditional character conversion survey were learners from four continents studying Chinese at Mandarin Centers at six universities in Taipei. Both batteries A and B were written in simplified characters. The participants were asked to convert the simplified characters into traditional version in writing, and then to read a series of short sentences written in simplified characters out loud while being recorded. A total of
110 valid samples were collected. In accordance with the written and oral results, our research subjects can be separated into 5 levels: beginner, intermediate beginner, intermediate, advanced intermediate and advanced. Research results indicate the literacy level, character frequency and the ability to recognize left-and-right structure of Chinese characters build the foundation of learners’ ability for decomposing characters into components, and for replacing
and monitoring components in different characters. When learners converting Chinese characters from simplified ones to traditional ones, not only do they need to have the ability to analyze character structure , but also the ability to compare, identify and reconstruct different components in order to carry out the task of converting simplified characters to their traditional counterparts . Beginners, due to their minimal literacy level, are able to convert
very few characters. Intermediate beginner and intermediate levels do not have enough practice in decomposing and identifying characters, so their ability in simplified-to-traditional character conversion is weak, producing large amounts of writing errors. With the increase of learning time, the character recognition and literacy of those in advanced intermediate and advanced levels improved, their processing and conversion ability grew stronger and conversion errors were minimized. In addition, the "form- sound- meaning" connection of learners of advanced level was higher than those of advanced intermediate level. During the
simplified to traditional conversion process, due to the misconnection among the “formsound-meaning”, learners can successfully convert some simplified characters into traditional ones, but cannot read them correctly. In this study those characters are referred to as inter-characters. Although the characters the beginners are able to convert correctly are few, some inter-characters do exist in this level; the intermediate beginner and the intermediate levels have the highest amount of inter- characters; inter-characters gradually diminish in the advanced intermediate. However, scattered inter-characters can still be found
in advanced level. The study of the conversion performance of all five levels indicate, although Chinese character recognition-decomposition and "form- sound- meaning" connection are different levels of Chinese character processing, they are not split separately but are complementary. This relationship suggests that the acquisition of Chinese characters include two types of inter-characters: those with written errors, and those with unsynchronized "form- sound- meaning" connection.. Learning Chinese characters requires continuous practice of analyzing and recognition their components. Furthermore, learners need to develop the awareness about the form-sound- meaning connection in characters in
order to use effectively this unique feature to enhance their learning. |
